Addressing challenges in diagnosis and management of rare disease through interprofessional education

Rare Pub Date : 2024-01-01 DOI:10.1016/j.rare.2024.100044
Ron Helderman , Carolyn M. Macica , Adam Weinstein , Richard Feinn , Maya Doyle
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Abstract

Rare diseases represent a significant public health challenge due to their complexity and lack of resources. One way to improve care for patients with rare disease is to educate healthcare professionals on the diverse and unique needs of patients with rare disorders. An interprofessional education (IPE) event was created for healthcare students based on the Interprofessional Education Collaborative’s ‘IPE Core Competencies', mainly targeting two specific competencies: (1) interprofessional communication and (2) teams and teamwork. The IPE event included direct instruction, case-based learning, and narrative medicine components using the rare disease nephropathic cystinosis as a model of a rare complex disorder. Pre- and post-event survey data were collected to assess the participants' knowledge acquisition and perceived confidence in caring for patients with a rare disease as part of an interprofessional healthcare team and included open-ended questions regarding qualities of an interprofessional team member, and key takeaways from the event. Enrollment included 163 graduate-level healthcare students from nine different disciplines. The survey data showed improved understanding of the importance of rare disease research (p < 0.001), ability to identify supportive resources for patients (p < 0.001), confidence in being part of an interprofessional team caring for a patient with rare disease (p < 0.001) and value of education about rare disease (p = 0.009). When asked to describe features of effective interprofessional teams, common traits included strong communication skills, empathy, compassion, understanding, collaboration, and respect. This work demonstrates that utilizing an interprofessional model in educating health professional students about rare diseases successfully enhanced learners’ confidence in their ability to be part of an interprofessional team caring for patients and families impacted by rare disease, and given the total prevalence of rare diseases, may have a significant impact on healthcare as a whole.

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通过跨专业教育应对罕见病诊断和管理方面的挑战
罕见病因其复杂性和资源匮乏而成为公共卫生的重大挑战。改善罕见病患者护理的方法之一是教育医疗保健专业人员了解罕见疾病患者的不同和独特需求。根据跨专业教育合作组织的 "跨专业教育核心能力",我们为医护学生设计了一个跨专业教育(IPE)活动,主要针对两个特定能力:(1)跨专业沟通和(2)团队与团队合作。IPE 活动包括直接指导、基于案例的学习和叙事医学等内容,以罕见疾病肾病性膀胱炎作为罕见复杂疾病的模型。我们收集了活动前后的调查数据,以评估参与者作为跨专业医疗团队的一员在护理罕见病患者方面的知识掌握情况和信心感知,其中包括有关跨专业团队成员素质的开放式问题以及活动的主要收获。共有来自 9 个不同学科的 163 名研究生参加了此次活动。调查数据显示,学生们对罕见病研究重要性的认识有所提高(p <0.001),识别患者支持资源的能力有所提高(p <0.001),对加入跨专业团队照顾罕见病患者的信心有所提高(p <0.001),对罕见病教育的价值有所提高(p = 0.009)。当被要求描述有效跨专业团队的特征时,共同特征包括较强的沟通技巧、同理心、同情心、理解、协作和尊重。这项工作表明,利用跨专业模式对卫生专业学生进行罕见病教育,成功地增强了学习者的信心,使他们相信自己有能力成为跨专业团队的一员,为受罕见病影响的病人和家庭提供护理,而且鉴于罕见病的总发病率,这可能会对整个医疗保健产生重大影响。
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